Literature Study: The Effect of Problem-Based Learning Model on Students' High-Order Thinking Skills (HOTS) in Biology Learning

Authors

  • Laura Miftahul Khairat Universitas Negeri Padang
  • Syamsurizal Syamsurizal Universitas Negeri Padang

DOI:

https://doi.org/10.33477/al-alam.v5i2.15886

Keywords:

Problem-Based Learning, higher-order thinking skills, biology education

Abstract

Problem-Based Learning (PBL) is a biology teaching model that can foster students’ higher-order thinking skills through activities such as analyzing problems, processing information, conducting investigations, engaging in discussions, and formulating solutions. Various studies have examined the application of PBL in enhancing higher-order thinking skills in biology education, but the results of these studies remain scattered across various scientific publications. This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students’ higher-order thinking skills in biology education using a Systematic Literature Review (SLR) approach. The research method follows the PRISMA 2020 guidelines by analyzing ten relevant scientific articles published between 2022 and 2025. The results of the study indicate that PBL has a positive effect on students’ higher-order thinking skills, particularly in their ability to analyze, evaluate, think critically, solve problems, and formulate solutions

Downloads

Published

2026-07-31

How to Cite

Miftahul Khairat, L., & Syamsurizal, S. (2026). Literature Study: The Effect of Problem-Based Learning Model on Students’ High-Order Thinking Skills (HOTS) in Biology Learning. Al-Alam: Islamic Natural Science Education Journal, 5(2), 655–668. https://doi.org/10.33477/al-alam.v5i2.15886

Issue

Vol. 5 No. 2 (2026): (Edisi Juli) Science learning integrated with Islamic values

Section

Articles

License

Copyright (c) 2026 Laura Miftahul Khairat, Syamsurizal Syamsurizal

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  • Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process. It can lead to productive exchanges and earlier and greater citation of published work.